Transcript May 2014 Building Academic Vocabulary

One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Content Objectives:
Participants will:
-learn Marzano’s 6 step process for teaching new vocabulary
terms.
-differentiate between tier 1, tier 2, and tier 3 vocabulary.
Language Objectives:
Participants will:
-discuss their current methods to teach vocabulary.
-practice several activities and games to help build students’
vocabulary.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
•Some experts you can learn from:
–Isabel Beck
–Kate Kinsella
–Robert Marzano
–Steven Stahl & William Nagy
–Michael Graves, Diane August, Jeannette Mancilla-Martinez
–Etc.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
SWAP MEET
• Write down 3 methods you have used to teach
vocabulary on 3 different post-it notes.
• Find a partner and share your methods with
them.
• Your partner will select 1 of your methods to take
with them.
• Pick a new partner and repeat process.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Name
• School & position
• One vocabulary method that someone
shared with you.
•
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Let’s take a look at what the CCSS says…
Highlight:
• One key word
• One phrase
• One sentence
What are some things that pop out for you?
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
TIER 1
TIER 2
TIER 3
Eat
Masticate
Food
Sustenance
Garbage
Refuse
Skin
Epidermis
Guess
prognosticate
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Examples—
 table
 happy
 baby
 nose
 purple
 angry
 hamburger
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Content specific vocabulary
brick words = Tier 3
Transportable vocabulary
mortar words = Tier 2
(words that are used across
the curriculum in multiple
disciplines)
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Examples—
• deposition
• ecosystem
• constellations
• population
• producer
• consumer
• transformation
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Examples—
 classify
 conduct
 monitor
 investigate
 conclude
 record
 observe
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Tier 1
cloud
arm
pizza
house
school
walk
friend
Tier 2
relative
accumulate
misfortune
expectation
falter
vary
itemize
Tier 3
Impressionism
lava
carburetor
legislature
circumference
eclipse
aorta
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!

Importance and utility: Is it a word that
students are likely to meet often in the
world?

Instructional potential: How does the word
relate to other words, to ideas that students
know or have been learning?

Conceptual understanding: Does the word
provide access to an important concept?
Does the word lend itself to teaching a web
of words and concepts around it?
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
•
•
Circle the Tier 2 vocabulary words
Underline the Tier 3 vocabulary words
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Choosing Tier Two Words for Focused Instruction
Criteria:
Tier Two Words
Word is central to understanding the
text
Determined
Word choice and nuance are significant
obstacle
Students are likely to see this word
frequently
disqualify
Word is a more mature or precise label
for concepts already known to students
harassment
Word lends itself to teaching a web of
words and concepts around it
segregation
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
“We teach too many Tier I words, not
enough Tier 2 words, and we’re just
about right-on with our teaching of
Tier 3 words.”
--Doug Fisher, “Secondary Literacy Conference Spring 2007”, Anaheim CA
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!

The defining characteristic of a migrant worker
is mobility
› Move across district boundaries within or
outside the state within the last 36 months;
› Seek temporary or seasonal work;
› Agriculture or fishing industry
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!

Washington State Migrant Education Program Definition for
Students Identified for Priority for Service Students
› Whose education has been interrupted during the regular
school year
› Who are failing or most at risk of failing to meet the
State’s challenging State academic achievement standards.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
1.
2.
3.
4.
5.
6.
7.
Educational Continuity
Instructional Time
School Engagement
English Language Development
Educational Support in the Home
Health
Access to Services
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
1. Provide a description, explanation, or example
of the new term.
2. Ask students to restate the description,
explanation, or example in their own words.
3. Ask students to construct a picture, symbol,
or graphic representing the term.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
4.Engage students periodically in activities that
help them add to their knowledge of terms in
their notebooks.
5.Periodically ask students to discuss the terms
with one another.
6.Involve students periodically in games that
allow them to play with terms.
•Marzano & Pickering, 2005, pp.14-15.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Allow students to use their first language
 Allow students to work together
 Be sure to point our cognates or ask if students
know a cognate
 Graphic representations

One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Using language is fundamental to learning it.
Students need to interact with peers to activate their
knowledge and understanding of content.
Cooperative learning, presentations, discussions enable
academic language production.
Need teacher support to gain
confidence and experience.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Vocabulary knowledge is the single
greatest contributor to reading
comprehension and thus a strong
predictor of overall academic
achievement.
--Kate Kinsella, Isabel Beck, Robert Marzano,
Doug Fisher, et. al.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Word Wall
http://padlet.com/wall/esd123vocab
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Vocabulary Cube
1.
2.
3.
4.
5.
6.
Definition in your own words.
Synonym: ___________ is like ___________ because….
Antonym: ___________ is not like ___________ because….
Create a sketch that represents the vocabulary word.
Come up with an association for the vocabulary word.
Create a true/false statement for your vocabulary word.
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Semantic/Word Maps
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Vocabulary Charades
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Agree/ Disagree Statements
• Simple: “I agree because…”
 Sufficient: “I don’t think that’s right since…”
 Sophisticated: “Another way to look at it is…”
Build on an Idea
• Simple: “Another idea is…”
 Sufficient: “Yes, but it’s also true…”
 Sophisticated: “Wouldn’t that also mean…”
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
Be deliberate what choosing general
academic words to teach explicitly.
• Consistently provide multiple
opportunities for students to learn and
practice the words, rather than the
traditional approach of introducing words
at the beginning of a lesson.
• Provide active engagement in learning
tasks so that learning is effective.
•
-excerpt from Rhode Island Dept. of Education
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
•
How will this stronger focus on general
academic words impact learning in your
classroom or at your school?
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!
One Team…Helping all students realize their dreams and aspirations…We are ESD 123!